Student Learning Outcomes Assessment

Assessing for learning is a systematic and systemic process of inquiry into what and how well students learn over the progression of their studies and is driven by intellectual curiosity about the efficacy of collective educational practices. That professional context anchors assessment as a core institutional process guided by questions about how well student learn and what we expect them to learn.

Student Learning Outcomes

SLOs must be defined and assessed for every degree-granting program, including certificates. If a department offers both Bachelor’s and Master’s degrees in two subject areas, they must define and assess four sets of program-level SLOs. All departments must define program-level SLOs and be prepared to assess them in Fall where possible and no later than Spring in all cases. Chairs and program coordinators should work with their faculty in developing SLOs.

Program Goals

Each program normally has a few broad goals relating to such aspirations as professionalism, ethics, critical thinking, communication, knowledge, and/or professional skills. Program goals relate to the purpose of the program in terms of value added to the student, and would therefore not be something like “increase enrollment by 10%.”

Degree-Level Program SLOs

Each goal should have one or more intended student learning outcomes. A program may have about four to eight SLOs. Program-level SLOs should not be a list of all course-level SLOs. Each SLO should be measureable in a straightforward manner. An SLO should not say “Students will appreciate art,” or “Faculty will provide students with opportunities to perform,” or Students will demonstrate knowledge of the history, theories, and applications of math.” A program-level SLO should be stated in this manner: Students will be able to action verb something.
The goals and SLOs to be developed and submitted could simply follow the format below.